3rd Grade Math Trimester 1
Teacher Content Background Preparation for Unit 1
Teaching Student Centered Mathematics Vol. 1–Van de Walle/Lovin: Chapter 5-Base-Ten Concepts and Place Value, and Chapter 6-Strategies
for Whole-Number Computation
Implementing Investigations in Grade 3: What’s the Temperature? Practicing Place Value
Investigations and the Common Core State Standards update to the guide
Investigations Unit 1:
 Mathematics in This Unit, p. 10
 Algebra Connections in This Unit, p. 16
 Teacher Note - Stickers: A Context for Place Value, p. 145, Place Value, p. 143, Mathematical Representations for Addition and
Subtraction, p. 147, Addition Strategies, p. 149
Thinking With Numbers: Lesson Design card in the Addition Level 2 card set; Background research found in the District Curriculum Guide behind
the Instruction tab
Iowa Core:
Standards for Mathematical Content
 3.NBT – Use place value understanding and properties of operations to perform multi-digit arithmetic
Standards for Mathematical Practice
MP 1 Making sense of problems and persevere in solving them
Setting up
Routines
Instructional
Focus
5 minute Math
Day 1
Day 2
Establish Routines , expectations, review content from grade before
Day 3
Begin these lessons in Week 2
Meaningful
Distributed
Instruction
to develop Number
Sense
Investigations
Ask 2nd grade teachers to suggest (and
lend materials for) lessons to review
content and establish routines and
expectations for participation in a 3part lesson. Include a Launch,
Workshop Exploration and a
Summary/Discussion
Ask 2nd grade teachers to suggest
(and lend materials for) lessons to
review content and establish routines
and expectations for participation in
a 3-part lesson. Include a Launch,
Workshop Exploration and a
Summary/Discussion
Additional
Resources
1
WCSD Curriculum August 2012
Begin Week 1,
3rd grade Investigations
lessons /or
continue with one more
day of review
3rd Grade Math Trimester 1
Week 1
Instructional
Focus
5 Minute
Math
Day 4
Day 5
Day 6
Day 7
Day 8
Demonstrate fluency with the addition combinations up to 10+10
Recognizing and representing the place value of each digit in 2- and 3-digit numbers
Iowa Core: 3.NBT Use place value understanding and properties of operations to perform multi -digit arithmetic
Begin lessons in Week 2
Meaningful
Distributed
Instruction
to develop Number
Sense
Investigations
Unit 1 –
Investigation 1
Session 1: Stickers: A
Base Ten Model
Unit 1:
Investigation 1
Session 2:
Adding and subtracting 2
digit numbers Dialogue
Unit 1
Investigation 1
Session 3
More Than 10 Ones
Box Adding 10s, p. 170
Additional
Resources
Thinking with Numbers – Gold Cards – Partitions - Additional Activities
Kathy Richardson – Math concepts
Teacher Directed: 2:1-4 to 2:1-8 2:1-11 Independent Activities: 2:1-12 / 2:1-15
Assessment
2
WCSD Curriculum August 2012
Unit 1
Investigation 1
Session 4
How Many More
Stickers to Get 100?
Unit 1
Investigation 1
Session 5
Capture 5: Adding
and Subtracting 10’s
and 1s
3rd Grade Math Trimester 1
Week 2
Instructional
Focus
5 Minute Math
Day 9
Day 10
Day 11
Day 12
Day 13
Demonstrate fluency with the addition combinations up to 10+10
Recognizing and representing the place value of each digit in 2- and 3-digit numbers
Finding different combinations of a number, using only 100s, 10s, and 1s and recognizing their equivalence
Iowa Core: 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic
Thinking with Numbers Cards
Meaningful
Distributed
Instruction
to develop Number
Sense
Addition Level 2 –
Gold Cards
Partitions of Ten
Problem 1
Investigations
Unit 1
Investigation 1
Session 6 Assessment:
Adding and Subtracting
10s
TWN - Thinking with
Numbers Cards
Thinking with Numbers Cards
Addition Level 2 –
Gold Cards
Partitions of Ten
Problem 2
Unit 1
Investigation 1
Session 7: Strategies
for Capture 5
Dialogue Box Strategies
for Capture 5, p. 171
Addition Level 2 –
Gold Cards
Partitions of Ten
Problem 3
Unit 1
Investigation 1
Session 8: Making
Numbers with 100s,10s
and 1s
Additional
Resources
Investigations Differentiation and Intervention Guide
Kathy Richardson- Math Concepts
Teacher Directed: 2:3-1 to 2-3:12 / 3:1-9 to 3:1-16
Independent Activities: 2:3-14 to 2:3-27 / 3: 1-18 to 3:1-23 / 3:1-15 to 3:1-26
Assessment
Adding and subtracting
10’s
Thinking with Numbers
Cards
Addition Level 2 –
Gold Cards
Partitions of Eleven
Problem 4
Unit 1
Investigation 1
Session 9:Assessment
Hundreds Tens and
Ones
Addition Level 2 –
Gold Cards
Partitions of Eleven
Problem 5
Unit 1
Investigation 2
Session 2: Close to
100
Dialogue Box
Strategies for Close to
100, p. 172
Find the difference between a 2-digit number
and 100 and represent a 2-digit number with
equivalent combinations of tens and ones
3
WCSD Curriculum August 2012
Thinking with Numbers
Cards
3rd Grade Math Trimester 1
Week 3
Instructional
Focus
5 Minute Math
Meaningful
Distributed
Instruction
to develop Number
Sense
Investigations
Additional
Resources
Day 14
Day 15
Day 16
Day 17
Day 18
Using knowledge of place value to find pairs of 2-digit numbers that add to 100 or a number close to 100
Iowa Core 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.
Thinking with Numbers
Thinking with Numbers
Thinking with Numbers
Thinking with Numbers
TWN – Baseline
Cards
Cards
Cards
Cards
Assessment: Survey of
Addition
Level
2
–
Addition
Level
2
–
Orange
Cards
Addition Level 2
Addition Facts Through 18 –
Gold
Cards
#6
Gold
Cards
#7
Addition
Level
2
Orange Cards – Count
Vertical Form A
Partitions of Eleven
Partitions of Twelve
Count on to Add – #1 on to Add - #2
Unit 1 –
Unit 1 –
Unit 1Unit 1 –
Unit 1 –
Investigation 2
Investigation 2
Investigation 2
Investigation 2
Investigation 2
Session 3: More or Less
Session 4: Coin
Session 5: Addition
Session 6: Story
Session 7: 163
than 100?
Combinations
Combinations-Adding Problem Strategies
Stickers
Teacher Note Does Order
Dialogue Box
to 100 and Story
Matter In Addition?, p. 152 Strategies for Make a Problems
Dollar, p. 173
Investigations Differentiation and Intervention Guide
Kathy Richardson – Math Concepts
Teacher Directed: 3:1-9 to 3:1-15 / 3: 1-45 to 3:1-47
Independent Activities: 3: 1-10 to 3:1-19 / 3:1-48 to 3:1-59
Assessment
4
WCSD Curriculum August 2012
3rd Grade Math Trimester 1
Teacher Content Background Preparation for Unit 2:
Teaching Student Centered Mathematics Van de Walle/Lovin – Chapter 8 Developing Measurement Concepts, and Chapter 11 Helping Children
Use Data
Implementing Investigations in Grade 3: Part 4 - pgs. 26-35
Investigations and the Common Core State Standards update to the guide
Investigations Unit 2:
 Teacher Notes - About the Mathematics in this Unit, p. 10, Choosing Questions for Data Collection, p. 157,
About Categorical Data in This Unit, p. 159
Iowa Core:
Standards for Mathematical Practice
 Make sense of problems and persevere in solving them
 MP 5 Use appropriate tools strategically
Standards for Mathematical Content
 3MD – Represent and Interpret Data
 3MD.3 – Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two-step “how
many more” and “how many less” problems using information presented in scaled bar graphs.
 3.MD.4-Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by
making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
Iowa
5
WCSD Curriculum August 2012
3rd Grade Math Trimester 1
Week 4
Instructional
Focus
5 Minute Math
Meaningful
Distributed
Instruction
to develop Number
Sense
Investigations
Additional
Resources
Assessment
Day 19
Day 20
Solving addition problems with 2-digit numbers by
using strategies that involve breaking numbers
apart by place or adding one number in parts.
Finding different combinations of 100s, 10,s and 1’s
Adding and subtracting multiples of 10
Day 21
Day 22
Day 23
Describing, summarizing and comparing data
Iowa Core 3.MD – Represent and Interpret data: Generate data by
measuring length using rulers marked with ½’s and ¼’s of an inch.
Thinking with Numbers Cards
-Addition Level 2
Thinking with Numbers
Cards
-Addition Level 2
Count on to Add – Vertical # 5 - Strategy Practice
Booklet
Thinking with Numbers
Cards
-Addition Level 2
Orange Cards – Count
on to Add - #3
Count on to Add –
Orange Cards – Count
Vertical - # 6 on to Add - #4
Strategy Practice
Booklet
Unit 1 –
Unit 2 –
Unit 2 –
Unit 2 –
Investigation 2
Investigation 1
Investigation 1
Investigation 1
Session 8: Addition
Session 1: Places
Session 2:
Session 3: What Do
combinations that make
where we like to eat
Representing the
Our Data Show About
100, and place value
class data
Our Class?
TWN Additional activities for using doubles to add (Green Cards – Additional Activities)
Investigations Differentiation and Intervention Guide
Kathy Richardson – Math Concepts
Teacher Directed: 3:1-45 to 3:1-47
Independent Activities: 3: 1-48 to 3-1:58
End of Unit Assessment:
Teacher Note End-of-Unit
Assessment, p. 164
6
WCSD Curriculum August 2012
Thinking with Numbers
Cards
-Addition Level 2
Thinking with Numbers
Cards
-Addition Level 2
Count on to Add –
Vertical - # 7 Strategy Practice
Booklet
Unit 2 –
Investigation 1
Session 4: Comparing
with Bar Graphs
3rd Grade Math Trimester 1
Week 5
Day 24
Instructional
Focus
5 Minute Math
Meaningful
Distributed
Instruction
to develop Number
Sense
Investigations
Day 25
Day 26
Day 27
Organize, represent, and describe categorical data, choosing categories that help make sense of the data.
Interpret a bar graph.
Summarize a set of data, describing concentrations of data and what those concentrations mean in terms of the situation
the data represent.
Iowa Core 3.MD continued: – Represent and Interpret data: Show the data by making a line plot where the horizontal scale
is marked off with appropriate units – whole numbers, halves, or quarters.
TWN -Addition Level 2
TWN -Addition Level 2
TWN -Addition Level 2
TWN -Addition Level 2
TWN -Addition Level 2
Pink Cards
Make Ten to Add –
Make Ten to Add –
Make Ten to Add –
Make Ten to Add –
Make Ten to Add – Teacher Teacher Model
Strategy Practice
Pink Cards–
Pink Cards –
Model thinking thinking Booklet – Count On
Problem #2
Problem #3
Activity # 1
Activity # 2
Practice Horizontal #
10
Unit 2 –
Unit 2 –
Unit 2 –
Unit 2 –
Unit 2 –
Investigation 1
Investigation 1
Investigation 1
Investigation 1
Investigation 2
Session 5: Assessment
Session 6: Describing Session 7: Choosing
Session 8: Comparing Session 1: How Many
Interpreting Bar Graphs and Data
Categories
Groups
Years in This School?
Dialogue
Box
Developing a Survey
Comparing Data from
Question
Different Classrooms, p.
185
Additional
Resources
Thinking with Numbers Cards – Using Doubles
Investigations Differentiation and Intervention Guide
Kathy Richardson – Math Concepts
Teacher Directed: 3:1-9 / 3: 1-24 to 3:1-31
Independent Activities: 3: 1-10
Assessment
Assessment Checklist: Interpreting Bar Graphs
7
WCSD Curriculum August 2012
Day 28
3rd Grade Math Trimester 1


Teacher Content Background Preparation Unit 3
Teaching Student Centered Mathematics Van de Walle/Lovin: Chapter 5 Base Ten Concepts and Place Value, and Chapter 6 Strategies
for Whole Number Computation
Investigations Unit 3:
 Mathematics in this Unit, p. 12
 Assessment in This Unit, p. 16
 Teacher Notes : End-of-Unit Assessment, p. 212, Addition Strategies, p. 195, Assessment: Addition Strategies, p. 198,
Investigations and the Common Core State Standards update to the guide
Iowa Core:
Standards for Mathematical Practice
 MP 1 Make sense of problems and persevere in solving them
 MP2 Reason abstractly and quantitatively
 MP3 Construct viable arguments and critique the reasoning of others
 MP6 attend to precision
 MP 8 Look for and express regularity in repeated reasoning.
Standards for Mathematical Content
 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic
 3.NBT.2-Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction
 3.OA Operations and Algebraic Thinking: Solve problems involving the four operations, and identify and explain patterns in
arithmetic
 3.OA.8 Solve two-step word problems using the 4 operations (this quarter addition and subtraction) Represent these problems
using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding
 3.OA.9 Identify patterns (including patterns in the addition or multiplication table) and explain them using properties of
operations
8
WCSD Curriculum August 2012
3rd Grade Math Trimester 1
Week 6
Instructional
Focus
5 Minute Math
Meaningful
Distributed
Instruction
to develop Number
Sense
Investigations
Additional
Resources
Assessment
Day 29
Day 30
Day 31
Day 32
Collecting and Analyzing Measurement Data
Using a line plot, bar graph, or other representation to represent ordered, numerical data
Iowa Core 3.MD Represent and interpret data.
TWN -Addition Level 2
TWN -Addition Level 2
Count on to Add –
TWN -Addition Level 2
Count on to Add –Strategy
Make Ten to Add –
Strategy Practice
Make Ten to Add –
Practice Booklet Pink Cards –
Booklet - Horizontal
Pink Cards –
Horizontal # 11
Problem #4
# 12
Problem #5
Unit 2 –
Investigation 2
Session 2: How Many
Apples?
Unit 2 –
Investigation 2:
Session 3A:
Assessment: People
in Your Home
/Introducing
Pictographs
(found in
Investigations and
the Common Core
State Standards
update guide)
Investigations Differentiation and Intervention Guide
Assessment Checklist
2.3A (Investigations
and the Common
Core Standards)
9
WCSD Curriculum August 2012
Unit 2 –
Investigation 3
Session 1: Is Your
Foot a Foot long?
Unit 2 –
Investigation 3
Session 2: Why Are
Our Measurements
Different?
Dialogue Box Why Are
Our Measurements
Different?,
p. 192
Day 33
Survey of Addition
Facts through 18Vertical Form C
Unit 2 –
Investigation 3
Session 3: Feet and
Inches
Dialogue Box How Far
Can a Grade 3 Student
Jump?, p. 194
3rd Grade Math Trimester 1
Instructional
Focus
Week 7
5 minute Math
Meaningful
Distributed
Instruction
to develop Number
Sense
Investigations
Additional
Resources
Assessment
Day 34
Day 35
Day 36
Using a line plot, bar graph, or other representation to represent ordered,
numerical data
Describing the shape of ordered, numerical data: where data are spread
out or concentrated, where there are few data, highest and lowest values,
and outliers
Describing and interpreting categorical data
Iowa Core 3.MD Represent and interpret data.
TWN -Addition Level 2
TWN -Addition Level 2
TWN -Addition Level 2
Make Ten to Add – Pink
Make 10 to Add–
Make Ten to Add –
Cards – Problem #6
Strategy Practice
Pink Cards – Problem
Booklet - Vertical# 1
#7
Day 37
Day 38
Extending knowledge of the number system
to 1,000
Unit 2 –
Investigation 3
Session 4: Describing the
Pattern Block Data
Unit 2 –
Catch up or move on
Investigation 3
Session 5: Describe a
given set of data –
organize, represent,
and describe a set of
categorical data
Investigations Differentiation and Intervention Guide
End of Unit Assessment
Teacher Note End-of-Unit Assessment, p. 176
10
WCSD Curriculum August 2012
TWN -Addition Level 2
TWN -Addition Level 2
Make Ten to Add –
Strategy Practice
Booklet - Vertical# 2
Make Ten to Add –
Pink Cards – Problem
#8
Unit 3 –
Investigation 1
Session 1:Making a
1,000 chart
Unit 3 –
Investigation 1
Session 2: Collections
and Quantities on the
1,000 chart
3rd Grade Math Trimester 1
Week 8
Instructional
Focus
5 minute Math
Meaningful
Distributed
Instruction
to develop Number
Sense
Day 39
Day 40
Day 41
Day 42
Day 43
Identify the value of each digit in a 3-digit number.
Identify how many groups of 10 are in a 3-digit number
Iowa Core: 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic: 1. Use place
value understanding to round whole numbers to the nearest 10 or 100.
Estimating the sums of 2- and 3-digit numbers using knowledge of place value and known combinations
TWN -Addition Level 2
TWN -Addition Level 2
TWN -Addition Level 2
TWN -Addition Level 2
TWN –Subtraction
Make Ten to Add – Pink
Strategy Practice
Make Ten to Add –
Strategy Practice
Level 2 – Number
Cards – Problem #9
Booklet - Vertical# 3
Pink Cards – Problem Booklet - Vertical# 4
Relationships- Gold
#10
Cards – Problem 1
Investigations
Unit 3 –
Investigation 1
Session 3: Go Collecting –
estimating 1,000
Unit 3 –
Investigation 1
Session 4: How many
10s?
Additional
Resources
Investigations Differentiation and Intervention Guide
Kathy Richardson – Math Concepts
Teacher Directed: 3:1-9 / 3: 1-24 to 3:1-31
Independent Activities: 3: 1-10
Assessment
11
WCSD Curriculum August 2012
Unit 3 –
Investigation 1
Session 5: How many
100s?
Unit 3 –
Investigation 1
Session 6:
Representing How
many 10s?
Unit 3 –
Investigation 1
Session 7A: Rounding
Whole Numbers
(found in
Investigations and
the Common Core
State Standards
update guide)
3rd Grade Math Trimester 1
Day 44
Week 9
Instructional
Focus
5 minute Math
Meaningful
Distributed
Instruction
to develop Number
Sense
Investigations
Day 45
Day 46
Day 47
Day 48
Solve addition problems with 3-digit numbers by using strategies of breaking numbers apart
by place value or by adding one number in parts
Representing the structure of 3-digit numbers as being composed of 100s, 10s, and 1s
Iowa Core 3.OA Solve problems involving the four operations, and identify and explain patterns
in arithmetic.
Iowa Core 3.NBT Use place value understanding and properties of operations to perform multidigit arithmetic.
TWN –Subtraction Level 2 –
TWN –Subtraction
TWN –Subtraction
TWN –Subtraction
TWN –Subtraction
Number Relationships- Gold Level 2 – Number
Level 2 – Number
Level 2 – Number
Level 2 – Number
Cards – Problem # 2
Relationships- Gold
Relationships- Gold
Relationships- Gold
Relationships- Gold
Cards – Problem #3
Cards – Problem #4
Cards – Problem #5
Cards – Problem #6
Unit 3 –
Investigation 2
Session 1: How many
stickers?
Unit 3 –
Investigation 2
Session 2: Combining
Collections
Unit 3 –
Investigation 2
Session 3: Numbers
on the 1,000 chart.
Unit 3 –
Investigation 2
Session 4: How did
you start?
Unit 3:
Investigation 2
Session 5: Addition
Starter Problem
Dialogue Box Breaking
Numbers Apart for
Addition, p. 219
Additional
Resources
Investigations Differentiation and Intervention Guide
Kathy Richardson- Math Concepts
Teacher Directed: 2: 3-5 to 2:3-32 / 3:1-9 / 3: 1-24 to 3:1-31
Independent Activities: 2:3-33 to 2:3-37 / 3: 1-10
Assessment
Use Unit 3 Investigations Teacher Notes: pages 212-218 for End of Unit
Benchmark Assessment guidelines.
12
WCSD Curriculum August 2012
Assessment: Understanding of 3 digit numbers
3rd Grade Math Trimester 1
Week 10
Instructional
Focus
5 minute
Math
Meaningful
Distributed
Instruction
to develop
Number Sense
Day 49
Day 50
Day 51
Solve addition problems with 3-digit numbers by using strategies that involve
breaking numbers apart, either by place value or by adding one number in
parts.
Iowa Core 3.NBT Use place value understanding and properties of operations
to perform multi-digit arithmetic.
TWN –Subtraction Level 2 Thinking with Numbers
TWN –Subtraction Level
– Number Relationships- Strategy Practice Booklet 2 – Number
Gold Cards – Problem #7 – Count Back/Count Up/
Relationships- Gold
Use Tens Practice
Cards – Problem #8
Vertical Practice # 9
Quick Write – Select
one fact from the
practice and describe
the strategy you used
to solve it
Investigations Unit 3
Investigation 2
Session 6:
Solving Addition
Problems
Additional
Resources
Unit 3
Investigation 2
Session 7: Assessment
Addition Strategies
Teacher Note
Assessment: Addition
Strategies, p. 198
Investigations Differentiation and Intervention Guide
Additional Thinking with Numbers Lessons
Kathy Richardson- Math Concepts
Teacher Directed: 2: 3-5 to 2:3-32 / 3:1-9 / 3: 1-24 to 3:1-31
Independent Activities: 2:3-33 to 2:3-37 /3: 1-10
Assessment
Thinking with Numbers
Strategy Practice
Booklet – Count
Back/Count Up/ Use
Tens Practice Vertical
Practice # 10
Quick Write – Select
one fact from the
practice and use it to
describe the strategy
you used.
Unit 3
Investigation 3
Session 3: How Far
From 100?
TWN –Subtraction
Level 2 – Number
Relationships- Gold
Cards – Problem #9
Unit 3
Investigation 3
Session 4: Travel
Problems – Crossing
Over 100
Dialogue Box How
Far From 100?, p. 221
Teacher Note Types of Subtraction Situations, p.
203
Solve addition problems with 2 and 3 digit numbers by breaking number
apart and recombining them
13
WCSD Curriculum August 2012
(Skip Session 3.1)
Unit 3
Investigation 3
Session 2: Over and
Under 100
Day 52
Day 53
Finding the Difference
Iowa Core 3.MD Solve problems involving
measurement and estimation of intervals of
time, liquid volumes, and masses of objects.
3rd Grade Math Trimester 1
Week 11
Instructional
Focus
5 minute Math
Meaningful
Distributed
Instruction
to develop Number
Sense
Investigations
Additional
Resources
Day 54
Day 55
Day 56
Day 57
Day 58
Solve subtraction story problems in contexts that include removing a part from a whole, comparing 2 quantities, or finding
the missing part.
Solve subtraction problems with 2- and 3-digit numbers by using strategies that involve either subtracting one number in
parts, adding up, or subtracting back.
Iowa Core 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.
Iowa Core 3 MD Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of
objects.
Thinking with Numbers
Thinking with Numbers
Thinking with Numbers
Thinking with Numbers
TWN –Subtraction Level 2
Strategy
Practice
Subtraction
Level
2
Subtraction
Level
2
Subtraction Level 2
– Number RelationshipsBooklet
–
Count
Count Back to SubtractCount Back to
Gold Cards – Problem #10 Count Back to
Back/Count Up/ Use
Subtract- Orange
Orange Cards
Subtract- Orange
Tens
Practice
Vertical
Cards
Problem 2
Cards
Practice # 11
Problem 1
Problem 3
Unit 3
Investigation 3
Session 5: Finding the
Difference Between Two
Numbers
Unit 3
Unit 3
Investigation 3
Investigation 3
Session 6:
Session 7: The Trip
Assessment How Far Home
Did They Travel?
Teacher Note
Assessment: How Far
Did They Travel?, p.
205
Investigations Differentiation and Intervention Guide
Additional Thinking with Numbers Lessons
Kathy Richardson – Math Concepts
Teacher Directed: 2: 1-9 to 2:1-11 / 2:3-28 to 2: 3-32 / 3:1-45 to 3:1-47
Independent Activities: 2:1-17 / 2:3-35 to 2: 3-36 / 3:1-48 to 3:1-59
Assessment
Finding the difference
between 2 and 3 digit
numbers
14
WCSD Curriculum August 2012
Unit 3 –
Investigation 4
Session 1 Comparing
Lengths and Heights
Teacher Note Types
of Subtraction
Problems, p. 203
Unit 3 –
Investigation 4
Session 2: Comparing
Quantities
Dialogue Box Adding
or Subtracting to
Compare, p. 223
3rd Grade Math Trimester 1
Week 12
Instructional
Focus
5 minute Math
Meaningful
Distributed
Instruction
to develop Number
Sense
Investigations
Additional
Resources
Beginning of Trimester 2
Day 59
Day 60
Day 1
Day 2
Day 3
Visualizing and representing the action of comparison problems.
Understand comparison as the difference between two numbers. Solving subtraction story problems involving comparison
Iowa Core 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.
Iowa Core 3 MD Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of
objects.
Thinking with Numbers
Subtraction Level 2
Count Back to SubtractOrange Cards
Problem 4
Unit 3 –
Investigation 4
Session 3: Who Has More?
Thinking with Numbers
Subtraction Level 2
Count Back to
Subtract- Orange
Cards
Problem 5
Unit 3 –
Investigation 4
Session 4: How Many
Are Left?
Teacher Note
Subtraction
Strategies, p. 210
Investigations Differentiation and Intervention Guide
Additional Thinking with Numbers Lessons
Kathy Richardson – Math Concepts
Teacher Directed: 3:1-45 to 3:1-47
Independent Activities: 3:1-48 to 3:1-59
Assessment
15
WCSD Curriculum August 2012
Thinking with Numbers
Thinking with Numbers
Thinking with Numbers
Subtraction Level 2
Count Back to
Subtract- Orange
Cards
Strategy Practice
Booklet – Count
Back/Count Up/ Use
Tens Practice Vertical
Subtraction Level 2
Count Back to
Subtract- Orange
Cards
Problem 6
Unit 3 –
Investigation 4
Session 5: Solving
Subtraction Problems
Practice # 11
Problem 7